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- Title
The Effects of Teachers' Reference Norm Orientations on Students' Implicit Theories and Academic Self-Concepts.
- Authors
Dickhäuser, Oliver; Janke, Stefan; Praetorius, Anna-Katharina; Dresel, Markus
- Abstract
Teachers differ in their tendency to prefer temporal comparisons (temporal reference norm orientation, TO) and social comparisons (social reference norm orientation, SO) when judging students' achievements. A TO was postulated to enhance students' motivational beliefs. We used a longitudinal sample of 1 641 students (69 mathematics classes) from comprehensive secondary schools (Gymnasium) across grades 5 and 6 to test this hypothesis. Students' mathematical self-concepts and their implicit theory of math ability as incremental were assessed at each point of measurement. Their math teachers' TO and SO were assessed using aggregated students' ratings. Growth curve modeling showed a decline in students' self-concepts and their implicit theory. Between-class differences in the amount of decline were associated with teachers' reference norm orientations: TO was associated with a decelerated decline in students' self-concepts and implicit theory, SO with an accelerated decline. The SO effects on students' self-concept were more pronounced given lower students' achievement.
- Subjects
TEACHER attitudes; SELF-perception; SOCIAL comparison; PSYCHOLOGY of students; GROWTH curves (Statistics)
- Publication
Zeitschrift für Pädagogische Psychologie, 2017, Vol 31, Issue 3/4, p205
- ISSN
1010-0652
- Publication type
Article
- DOI
10.1024/1010-0652/a000208